By Amanda, Parks Management
I used to loathe reflection essays. As a Parks Management student, I spent more time outdoors than in a traditional classroom, yet I wrote papers nearly as often as an English major. Whether I told my professors my darkest secret or barely shared anything personal, what I actually wrote about in my reflection essays never seemed to have an impact on my grades, which were my priority at the time. By graduation, I no longer saw reflection as a valuable skill.
Then I became a Forestry Extension Agent with Clemson Extension. As a part of my yearly evaluation, I had to not only provide detailed descriptions of the projects I led, but also the impact I made and how I would continue to improve. The dialogue with my supervisors made reflection so much more rewarding. Instead of just turning in a paper and moving on, what I had to say mattered long after my evaluation was complete. Reflection began to feel less like homework and more like a useful tool.
This fall, my primary function is supporting Warnell students as they write a reflection paper. They’ve been tasked with connecting to a seminal work in conservation, “A Sand County Almanac” by Aldo Leopold. For some of these students, this is the first time they’ve been asked to write a reflection essay. Reflection is a personal process, and when the rubric specifically asks you to share personal stories and dreams, it becomes an even more vulnerable task.
As I’ve been meeting with students over the last few weeks, I’ve kept in mind a key term related to my research:
‘Teacher immediacy,’ a teacher’s communication behavior, has a huge impact on students. Little things, like smiling or calling a student by name, can make a world of difference in their learning experience.
So many of my students initially shied away from the personal parts of the essay, unsure of how they wanted to connect the text to their life. By simply being friendly and showing interest in their work, it became easier for them to open up and think through what they wanted to share. After a few minutes of conversation, I watched students well below the word count realize how much more they have to say!
When reflection becomes a dialogue, it makes the process even more meaningful. I’m excited to continue widening students’ perspectives, helping them see reflection for what it truly is: an opportunity for connection.